资讯与专组织试验室.ppt

i T and Organization LAB;iT and Organization LAB;H Domain; 本研究的主要目的便是經由文獻探索，據以相關理論架構為基礎提出符合校園營運的知識管理統合架構。 同時以數位華岡的經營實務去解析這個架構並驗証執行成效。;知識的內涵;認識論觀點(Epistemology) : 外顯與內隱知識 本體論觀點(Ontological) : 層次分為個人、群體、組織、跨組織;use;知識管理與組織學習;校園知識層級;Enablers;;The?effect?of?Cognitive?style?&?model?type?on??DSS?acceptance:?An??empirical?Study Periodical paper European Journal of Operational Research 131 (2001) 649-663 EJoOR - 2001;An Exploring on the Effects of Learning style on the Acceptance of Blended e-Learning Systems (conference paper) 2003;TAM;TAM, a dominant model, proposed by Davis(1980) was adapted from the TRA model. Much research in the last two decades implies that TAM is one of the most widely cited and influential models. According to TAM, the usage of system is highly correlated with the behavior intention, which is largely determined by attitude toward the system. The construct of attitude will be influenced by individual’s beliefs, which is further defined by two determinants, perceived usefulness and perceived ease of use. A number of researchers examine the possible mediating effects as additional constructs to extant models.(Dishaw & Strong) The TPB model proposed by Ajzen(1991) extends from the original TRA model by taking subjective norms and perceived behavior control into consideration. Lucas and Spitler (1999) also extended TAM, including social norms and user performance, and tested their model in a field study. ;;Individual difference is regarded as a dominant factor to the adoption behavior of information system. David & Detmar(1997) reported that gender differences that might relate to beliefs and use of computer-based media. LU et al(2000) have examined the difference in cognitive style how to impact on the usage behavior of DSS systems. Because of the variety of perspectives used to differentiate individual, the meaningful difference factors are chosen based on the relevance to the characteristics of research subject, web-based learning.;; Theoretical